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The material uses examples of sports advertising to analyse representation, inclusion, and empowerment, including how real people and cultural identity create meaning. It includes activities for evaluating an advert’s portrayal of women from diverse backgrounds, comparing it with traditional sports advertising, and structuring partner discussions using the PEA talk approach with sentence stems.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-formative-and-summative-assessment-through-oracy-talk-and-assessment-activities/642897/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-formative-and-summative-assessment-through-oracy-talk-and-assessment-activities/642897.png","ImageObject",300,407,{"name":92,"@type":93},"Margaret","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the campaign example encourage learners to do when recalling information?","Question",{"text":112,"@type":113},"It prompts learners to remember how the campaign was launched, who funded it, the media channels it uses, and the purpose—encouraging participation while challenging stereotypes and empowering the audience.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How can learners analyse representation and empowerment in the advert?",{"text":117,"@type":113},"Learners should analyse how women from different cultural backgrounds are represented by focusing on costume, setting, and body language, then evaluate how effectively the advert promotes inclusion and empowerment with clear reasons.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the use of real people support meaning in the advert?",{"text":121,"@type":113},"The materials highlight that real people (rather than professional athletes or actors) help create more authentic meaning by showing Muslim women enjoying exercise, challenging stereotypes, and reinforcing pride in cultural and religious identity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642897,1792925427,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Improving formative and summative assessment through oracy  \nLaura Kahwati  \nWednesday 15 July  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \n| |\n| --- |\n| \u003Cbr>[https://www.thisgirlcan.co.uk/news/our-new-campaign-ensure-all-women-feel-they-belong](https://www.thisgirlcan.co.uk/news/our-new-campaign-ensure-all-women-feel-they-belong)\u003Cbr>|\n| Cambridge Schools Conference, July 2026\u003Cbr>Future-ready: preparing learners to thrive |\n\nWhat do you remember?  \n1. The This Girl Can campaign was launched by … in …  \n2. And funded by …  \n3. It is a …-media campaign, meaning it is found in broadcasting, print and online  \n4. The purpose of the campaign is to encourage …  \n5. And to challenge …  \n6. And celebrate ..  \n7. Also, to close the …  \n8. And mainly, to empower …the representation is deliberately …  \n9. The actors are …  \n10.The audience are primarily …  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \nWhat are we assessing?  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \n\n| \u003Cbr>Analysis and evaluation\u003Cbr>Analyse how the advert represents women from various cultural backgrounds.\u003Cbr>Consider costume, setting, and body language.\u003Cbr>Evaluate how successfully the advert promotes inclusion and empowerment.\u003Cbr>Give reasons for your opinion.\u003Cbr>Analyse how the use of real people (rather than professional athletes or actors) creates meaning.\u003Cbr>|\n| --- |\n| \u003Cbr>How does this advert differ from more traditional sports advertising (e.g. Nike or Adidas)?\u003Cbr>Which approach do you think is more effective at connecting with diverse audiences, and why?\u003Cbr>Give pairs one question each to discuss aloud first using the PEA talk structure, providing sentence stems for talk, like: “Can you build on that?”,“I’d like to challenge that  ”\u003Cbr>Cambridge Schools Conference, July 2026\u003Cbr>Future-ready: preparing learners to thrive |\n\n\n| \u003Cbr>Vocabulary and terminology |  |  | |\n| --- | --- | --- | --- |\n| | |  |  |\n| |  | Cambridge Schools Conference, July 2026\u003Cbr>Future-ready: preparing learners to thrive |  |\n\n\n| \u003Cbr>Analyse how the advert represents women from various cultural backgrounds. Consider costume, setting, and body language.\u003Cbr>|  |\n| --- | --- |\n| \u003Cbr>Verb\u003Cbr>Pronoun Personal pronoun Direct address Noun\u003Cbr>Denotes Connotes Soundtrack Lyrics\u003Cbr>Logo\u003Cbr>Slogan Representation Facial expression Costume | \u003Cbr>Establishing shot Low angle Group shot Mid shot\u003Cbr>Long shot Two shot\u003Cbr>Over the shoulder shot\u003Cbr>High angle shot When combining camera angles,\u003Cbr>\u003Cbr>Close up (shot) Tracking shot Point of view shot\u003Cbr>always use ‘angle’ before ‘shot’.\u003Cbr>For example:\u003Cbr>a ‘low-angle two-shot’.\u003Cbr>Cambridge Schools Conference, July 2026\u003Cbr>Future-ready: preparing learners to thrive |\n\n Point – evidence-analysis  \nAnswer 1:  \nThe advert shows that Muslim women can enjoy exercise too. For example, it denotes a Muslim  \nwoman wearing a hijab while doing sport. This challenges stereotypes and shows sport is for  \neveryone.  \nAnswer 2:  \nThe advert represents Muslim women as courageous and energetic. One scene denotes a Muslim woman wearing a sports hijab while working out, with bright colours that symbolise confidence and visibility. This challenges stereotypes about what sports clothing should look like, showing that modest dress can still be active and athletic. Additionally, it pushes back against traditional gender expectations, by showing women taking up space in sport with strength and pride. Furthermore, it honours cultural and religious identity by showing that all women should feel free to participate in sport in ways that make their identity something to be proud of.  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \n\n| \u003Cbr>\u003Cbr>Analyse how the use of real people (rather than professional athletes or actors) creates ","cbCainQIg9LiC2rH","https://ap.wps.com/l/cbCainQIg9LiC2rH","pdf",4036683,33,"English","# What do you remember?\n# What are we assessing?\n# Analysis and evaluation\n## Vocabulary and terminology\n# Point – evidence-analysis\n# Comparing advertising approaches\n## PEA talk structure","[{\"question\":\"What does the campaign example encourage learners to do when recalling information?\",\"answer\":\"It prompts learners to remember how the campaign was launched, who funded it, the media channels it uses, and the purpose—encouraging participation while challenging stereotypes and empowering the audience.\"},{\"question\":\"How can learners analyse representation and empowerment in the advert?\",\"answer\":\"Learners should analyse how women from different cultural backgrounds are represented by focusing on costume, setting, and body language, then evaluate how effectively the advert promotes inclusion and empowerment with clear reasons.\"},{\"question\":\"How does the use of real people support meaning in the advert?\",\"answer\":\"The materials highlight that real people (rather than professional athletes or actors) help create more authentic meaning by showing Muslim women enjoying exercise, challenging stereotypes, and reinforcing pride in cultural and religious identity.\"}]","Improving formative and summative assessment through oracy - talk and assessment activities | PDF",1792723136,83]